Teaching Staff Subject Leader 2ic - generic Person Spec

advertisement
PERSON SPECIFICATION
Subject Leader and 2i/c
We would like to appoint a person who:
Attributes
Measurement
Educational

Has appropriate formal qualifications for this post, ie. good Honours
Degree in related subject and PGCE, and, in addition, a record of
appropriate professional development.
A
Knowledge

Understands how to ensure effective student learning through
challenging, high quality and exciting teaching
Understands the potential of student voice and parental
engagement
Is a competent user of ICT and understands its role in enhancing
learning and teaching
Has a sound understanding of issues relating to Professional
Development, including Performance Management, and a strong
commitment to implementing the school’s Professional
Development Policy and the support of colleagues.
A,I
Has a proven record of successful experience as a classroom teacher
of the subject, across the full age and ability range within a
comprehensive school.
Works effectively with Teaching Assistants/Support
Staff/Technicians within the faculty/department
A,I,R
Has evidence of appropriate leadership qualities within a subjectbased management role, for instance 2i/c Department (OR
responsibility for a curriculum initiative OR responsibility for staff
development of team colleagues).
Has evidence of a high level of team-orientated skills: the ability to
motivate staff; the ability to support staff; the ability to develop
staff; the ability to delegate tasks effectively; the ability to represent
and promote the work of the team effectively throughout the whole
school community.
Has a sense of vision concerning the future development of the
subject within the National Curriculum, and a firm grasp of how to
achieve that vision within the practical realities of an 11-18
comprehensive such as NLS over the next 5 years.
A,I,R
Has a strong commitment to placing the individual student’s needs
at the centre of the educational process and to promoting active
teaching and learning styles within the Department.
Values the contribution that students can make to their own
learning
Likes and seeks to understand young people
Shares our belief that Every Child Does Matter
Demonstrates that mutual respect, challenge and praise are key to
managing teacher/student relationships in the classroom
Is able to (wants to) get the best from all students, regardless of
ability
Contributes positively in their role as a Learning Mentor to the
pastoral care of students
A,R



Experience


Leadership



Skills & Abilities







A,I,R
A,I
A,I,R
I,R
A,R
A,I,R
A,I,R
A,I,R
A,I,R
A,I,R
A,I,R









Qualities


Additional


Safeguarding
Is able to assess students’ work effectively and within whole school
and department guidelines
Is able to set and assess purposeful home learning which extends/
reinforces students’ learning
Is able to set professional (goals) targets which are challenging, and
meet their own needs as well as those of the students and the
school
Is able to lead, in a variety of contexts, by example
Is committed to team work at all levels
Can contribute creatively and knowledgeably to develop/evaluate
schemes for learning
Understands the importance of meeting deadlines and supporting
others (colleagues) to do so
Carries out all professional duties within whole school and
department guidelines
Feels able to contribute positively and appropriately if they see the
need for change in any aspect of school life
A,I,R
Has a strong commitment to their own professional development;
real potential for further promotion, as appropriate.
Is flexible, committed and enthusiastic in their approach to the
dynamics at the heart of an innovative school environment/culture
A,R
Has a high quality of application, with particular regard to the formal
response requested.
Has references of unequivocal recommendation for the post, as
advertised.
A
In addition to the candidate’s ability to perform the duties of the post,
the interview will also explore issues relating to safeguarding and
promoting the welfare of children, including:



A,I,R
A,I,R
A,I,R
A,I,R
A,I,R
A,I,R
A,I,R
A,I,R
I,R
R
I,R
Motivation to work with children and young people.
Ability to form and maintain appropriate relationships and personal
boundaries with children and young people.
Emotional resilience in working with challenging behaviours.
REFERENCES
The interview panel may take the opportunity to follow up any relevant issues arising from references during the
interview.
A = Application Form
I = Interview
R = References
Download
Random flashcards
Arab people

15 Cards

Pastoralists

20 Cards

African nomads

18 Cards

Ethnology

14 Cards

Create flashcards